Develop and evaluate asynchronous online teacher mental health programs to reduce time and resource demands and improve feasibility at scale¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 quant-synthesis), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review recommends online delivery as a way to reduce program demands: it "can be fully automatic, meaning that highly trained experts are not needed to facilitate sessions, and can be asynchronous, meaning that teachers can complete modules in their own time." Only five online programs were identified in the review, so the authors call for future research to develop, evaluate, and establish the effectiveness of online programs for teacher mental health, burnout, and wellbeing.

Design Implications¶

Context¶

Requirements¶

• Programs must be designed so teachers can complete modules in their own time without requiring trained expert facilitators.

Constraints¶

• Only five online programs for teachers were identified in the review, so evidence for this delivery method is currently thin.

Target Learners¶

• School classroom teachers from early childhood to secondary levels

Target Learning Goals¶

• Mental health
• Professional burnout reduction
• Wellbeing

Claims¶

• Most teacher programs required significant time, effort, and resources, with mean program attrition of 12.69% and rates reaching 66.67%, suggesting time demands may limit real-world translation [+W]

Related Strategies¶

• Direct Instruction (Online)

Examples¶

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Key Sources¶

• Joanne R. Beames, Samantha Spanos, Anna Roberts, Lauren McGillivray, Sophie Li, Jill M. Newby, Bridianne O'Dea, Aliza Werner-Seidler. (2023). Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09720-w